Armah Justice Kofi, Bervell Brandford, Bonsu Nana Osei
Maths, Science & ICT, College of Distance Education, University of Cape Coast, Ghana.
Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia, Malaysia.
Heliyon. 2023 Apr 27;9(5):e15803. doi: 10.1016/j.heliyon.2023.e15803. eCollection 2023 May.
This study sought to investigate the nuances in predictive relationships existing among teaching presence, cognitive presence and social presence as well as learner presence in the Community of Inquiry (CoI) framework towards online course satisfaction. The study is necessitated by the deficiency of current literature in providing information on the nuances in interaction among the three original presences and learner presence, prior to the final determination of online course satisfaction. Thus, the study adopted a survey design and collected data via a questionnaire from 347 postgraduate students on an online database course. Partial Least Squares Structural Equation Modelling was used to validate a definite model on the predictive relationships existing among teaching presence, cognitive presence, social presence, learner presence and online course satisfaction. Results from the structural model analysis proved a statistically significant predictive relationship between learner presence and the three other presences (i.e. cognitive presence, social presence and teaching presence). Other relationships established include social presence and cognitive presence; social presence and teaching presence. Finally, online course satisfaction was predicted by social presence and teaching presence. Based on the findings it was recommended that institutions that offer online courses should device concrete strategies that promote social presence and teaching presence since these variables are precursors to online course satisfaction. Finally, the design of online courses should be effective and learner-centred to attract the learner since learner presence determines all the other three 'presences' in online learning environment.
本研究旨在探讨在探究社区（CoI）框架下，教学临场感、认知临场感、社会临场感以及学习者临场感之间存在的预测关系的细微差别，以及这些关系对在线课程满意度的影响。由于当前文献在最终确定在线课程满意度之前，缺乏关于三种原始临场感与学习者临场感之间互动细微差别的信息，因此有必要进行这项研究。因此，本研究采用了调查设计，并通过问卷从347名参加在线数据库课程的研究生中收集数据。偏最小二乘结构方程模型被用于验证一个关于教学临场感、认知临场感、社会临场感、学习者临场感和在线课程满意度之间存在的预测关系的确定模型。结构模型分析的结果证明，学习者临场感与其他三种临场感（即认知临场感、社会临场感和教学临场感）之间存在统计学上显著 的预测关系。建立的其他关系包括社会临场感与认知临场感；社会临场感与教学临场感。最后，社会临场感和教学临场感可以预测在线课程满意度。基于这些发现，建议提供在线课程的机构应制定具体策略来促进社会临场感和教学临场感，因为这些变量是在线课程满意度的前提。最后，在线课程的设计应该有效且以学习者为中心，以吸引学习者，因为学习者临场感决定了在线学习环境中的其他三种“临场感”。
